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Unit of study_

PSYC3012: Cognitive Psychology

Semester 1, 2022 [Normal day] - Remote

This unit extends the theories and methods of investigating memory and attentional processes discussed in PSYC2013/PSYC2016 to consider a number of domains of higher cognitive processing including memory, language, object and face recognition, categorisation, and reasoning. An integrating theme of the course will be how such cognitive capacities contribute to skilled behaviour and expertise across a range of domains of human behaviour, and how they are implemented in artificial intelligence systems. The practical program will expose students to a variety of the research methods used to investigate higher cognitive processes, develop their understanding of how these methods can be used to investigate hypotheses about mental processes and consider applications of cognitive research to real-world problems and issues.

Unit details and rules

Unit code PSYC3012
Academic unit Psychology Academic Operations
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
PSYC2012 and (PSYC2013 or PSYC2016)
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Irina Harris, irina.harris@sydney.edu.au
Type Description Weight Due Length
Final exam (Take-home short release) Type D final exam hurdle task Final Exam
See Canvas for details.
50% Formal exam period 3 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO10
Tutorial quiz Quiz 1
See Canvas for details.
5% Week 05 See Canvas for details.
Outcomes assessed: LO1 LO5 LO4
Tutorial quiz Quiz 2
See Canvas for details.
5% Week 08 See Canvas for details.
Outcomes assessed: LO1 LO5 LO4
Assignment Research Report
See Canvas for details.
35% Week 10
Due date: 02 May 2022 at 23:59

Closing date: 30 May 2022
See Canvas for details.
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10
Tutorial quiz Quiz 3
See Canvas for details.
5% Week 12 See Canvas for details.
Outcomes assessed: LO1 LO5 LO4
hurdle task = hurdle task ?
Type D final exam = Type D final exam ?

Assessment summary

  • Quizzes: If you miss any of the Quizzes, you may apply for Special Consideration, from which the only outcome is a reweighting of the Quiz you missed. If you do not complete any of the Quizzes and are not awarded Special Consideration for them, you will just receive 0 for the Quiz you missed.
  • Research Report: If you do not attempt the Research Report by the closing date, you may apply for Special Consideration, from which the only outcome is a replacement assessment. If you do not attempt the Research Report by the closing date and are not awarded Special Consideration, you will just receive 0 for the Research Report.
  • Final Exam: If you do not attempt the Final Exam, you will need to apply for Special Consideration, from which the only outcome is a replacement exam. If you do not attempt the Final Exam and are not awarded Special Consisderation, you will receive an Absent Fail (AF) grade for this unit, as the Final Exam is a compulsory assessment.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction; Object recognition Lecture (1 hr) LO1 LO4 LO5 LO10
Object recognition Lecture (1 hr) LO1 LO4 LO5 LO10
Week 02 Objects vs faces Lecture (1 hr) LO1 LO4 LO5 LO10
Face recognition Lecture (1 hr) LO1 LO4 LO5 LO10
Face and Object Recognition Tutorial (2 hr) LO4 LO5 LO6 LO8
Week 03 Memory and Forgetting 1 Lecture (1 hr) LO1 LO4 LO5 LO10
Memory and Forgetting 2 Lecture (1 hr) LO1 LO4 LO5 LO10
1. PRAC EXPERIMENT; 2. Bilingualism Tutorial (2 hr) LO3 LO4 LO5 LO6 LO9
Week 04 Memory and Forgetting 3 Lecture (1 hr) LO1 LO4 LO5 LO10
Language and thought Lecture (1 hr) LO1 LO4 LO5 LO10
Implicit Learning Tutorial (2 hr) LO1 LO4 LO5 LO7 LO8
Week 05 Developmental language disorders Lecture (1 hr) LO1 LO4 LO5 LO10
Reading development Lecture (1 hr) LO1 LO4 LO5 LO10
1. Quiz 1; 2. Developmental Disorders Tutorial (2 hr) LO1 LO4 LO5 LO6 LO8 LO10
Week 06 Skilled reading Lecture (1 hr) LO1 LO4 LO5 LO10
Theories of reading Lecture (1 hr) LO1 LO4 LO5 LO10
RESEARCH REPORT DISCUSSION Tutorial (2 hr) LO3 LO4 LO5 LO7 LO9
Week 07 Reading instruction Lecture (1 hr) LO1 LO4 LO5 LO10
Reasoning and logic Lecture (1 hr) LO1 LO4 LO5 LO10
Teaching reading Tutorial (2 hr) LO1 LO2 LO5 LO8 LO9 LO10
Week 08 Theories of reasoning Lecture (1 hr) LO1 LO4 LO5 LO10
Probabilistic approaches Lecture (1 hr) LO1 LO4 LO5 LO10
1. Quiz 2; 2. Reasoning 1 Tutorial (2 hr) LO1 LO2 LO4 LO5 LO6 LO8 LO10
Week 09 Basic concepts in skilled behaviour Lecture (1 hr) LO1 LO4 LO5 LO10
How do experts differ from novices Lecture (1 hr) LO1 LO4 LO5 LO10
Week 10 Determining the limits of expertise Lecture (1 hr) LO1 LO4 LO5 LO10
Integrating reasoning and skill Lecture (1 hr) LO1 LO4 LO5 LO10
Reasoning 2 Tutorial (2 hr) LO1 LO2 LO4 LO5 LO6 LO8
Week 11 Similarity and Knowledge Representation 1 Lecture (1 hr) LO1 LO4 LO5 LO10
Similarity and Knowledge Representation 2 Lecture (1 hr) LO1 LO4 LO5 LO10
Skill acquisition Tutorial (2 hr) LO1 LO2 LO4 LO5 LO8 LO10
Week 12 Applications to education and industry 1 Lecture (1 hr) LO1 LO4 LO5 LO10
Applications to education and industry 2 Lecture (1 hr) LO1 LO4 LO5 LO10
1. Quiz 3; 2. Categorisation Tutorial (2 hr) LO1 LO2 LO4 LO5 LO6 LO8 LO10
Week 13 Causal thinking, beliefs, and misinformation 1 Lecture (1 hr) LO1 LO4 LO5 LO10
Causal thinking, beliefs, and misinformation 2 Lecture (1 hr) LO1 LO4 LO5 LO10

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Textbook:

Cognitive Processes: Eysenck, M.W. & Keane, M.T. (2020). Cognitive Psychology: A student handbook (8th edition). New York: Psychological Press.

Note that the 2015 edition (7th ed) is also acceptable if you have that one from a previous course. Both editions will also be available in electronic format via the library.

Addtional recommended readings will be listed on Canvas.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Display basic knowledge and understanding of major concepts, theoretical perspectives, empirical findings, and historical trends in cognitive psychology
  • LO2. Demonstrate ability to describe, explain and evaluate research studies examining cognitive processes involved in language, visual recognition, memory, reasoning and skilled behaviour.
  • LO3. Develop the ability to locate, collect, analyse, manage, integrate and convey information using appropriate resources, tools, methods and strategies.
  • LO4. Understand the issues involved in designing and conducting research to investigate cognitive psychological questions
  • LO5. Develop and apply critical and creative thinking, sceptical inquiry, and the scientific approach to solve problems related to cognitive psychology.
  • LO6. Use reasoning and evidence to recognise, develop, defend, and criticise arguments and persuasive appeals
  • LO7. Communicate effectively in a variety of formats in a manner that is appropriate to the audience and the context.
  • LO8. Work productively, collaboratively and openly across diverse groups, demonstrating understanding of the complexity of sociocultural, linguistic and international diversity.
  • LO9. Use information in an ethical manner and learn to recognise and promote ethical practice in research
  • LO10. Understand and apply psychological principles in interdisciplinary contexts; integrate and synthesise multiple viewpoints to work effectively across disciplinary boundaries.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Some revisions will be made to lecture topics to reduce the amount of content covered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.